Search PubMed⌕ Search

Biomedical subjects

B Henker

Publications and source records attributed to B Henker.

32 records · Page 2Linked to original sources
PubMed1986

Type A behavior in normal and hyperactive children: multisource evidence of overlapping constructs.

1 goal was to identify correlates of the Type A "coronary-prone" Behavior Pattern (TABP) in children. A second was to examine the overlap between hyperactivity and TABP. In Study 1, a diverse set of measures reliably distinguished boys classified as Type A versus Type B on the basis of the MYTH, a teacher rating scale. The MYTH Competition subscale was related to perceived leadership, athleticism, and--when age and IQ were partialed out--to task attention in the classroom. The Impatience-Aggression subscale showed a different and more extensive configuration of correlates, including staff and peer assessments of problematic behaviors as well as classroom observations of noisemaking, verbalization, and social (particularly negative) contact. Hyperactive boys received higher Type A scores than did their comparison peers, a difference attributable to higher scores on the Impatience-Aggression subscale. Study 2, a partial replication conducted with a different group of hyperactive children, yielded a similar configuration of correlates. Discussion focused on the implications of the overlap between TABP and hyperactivity and, more generally, the heterogeneity of children designated Type A.

Achievement↗
PubMed1985

Cognitive-behavioral therapies for hyperactive children: premises, problems, and prospects.

The impetus for the widespread use of CBT for children with attention deficit disorder (hyperactivity) is examined, followed by an evaluation of various facets of treatment efficacy. The many "unknowns" concerning treatment ingredients, targets of change, domain specificity, individual differences, palatability, and treatment-emergent side effects are then reviewed. The final section focuses on future directions, specifying some reasons for optimism despite the disappointing outcomes to date. Nontraditional uses of CBT are also proposed, including the implementation of cognitive strategies to counteract undesirable emanative effects of extant treatments and to facilitate drug discontinuance in children taking psychoactive medication.

Attention Deficit Disorder with Hyperactivity↗
PubMed1984

Self-control in hyperactive boys in anger-inducing situations: effects of cognitive-behavioral training and of methylphenidate.

The effects of cognitive-behavioral intervention and methylphenidate on anger control in hyperactive boys were investigated in two studies. The anger-inducing stimuli in both studies involved verbal provocation from peers. Study 1 assessed a brief intervention using self-control strategies, while Study 2 employed a longer training period and a control intervention that focused on enhancement of empathy. Both studies included methylphenidate versus placebo comparisons. Methylphenidate reduced the intensity of the hyperactive boys' behavior but did not significantly increase either global or specific measures of self-control. Cognitive-behavioral treatment, when compared to control training, was more successful in enhancing both general self-control and the use of specific coping strategies. There was no advantage for the combination of methylphenidate plus cognitive-behavioral intervention. Implications for intervention to ameliorate the social and interpersonal difficulties of hyperactive children are discussed.

Adolescent↗
PubMed1984

Hyperactivity and the attention deficit disorders: expanding frontiers.

This article explores some of the pivotal research in the understanding and treatment of hyperactivity, overviewing the research milestones as well as the vexing questions that remain. Focus is placed upon the social worlds of hyperactive children and upon the overlap between hyperactive and aggressive behavior patterns. This is followed by an extensive look at the effects of stimulants upon these children and the needs for (and promise of) nonpharmacologic treatment strategies as adjuncts or alternatives to medication.

Aggression↗
PubMed1983

Child and adolescent perceptions of normal and atypical peers.

Students at 4 grade levels (grades 4, 6, 8, and 10) evaluated hypothetical male age-mates who were portrayed as normal, hyperactive, antisocial, or mildly mentally retarded. The focus was on behavioral characteristics, predicted outcomes, anticipated peer reactions, recommended parental interventions, and diagnostic labels. The results indicated that the students made social inferences that extended far beyond the specific behavioral information provided. The atypical boys were viewed as substantially more deviant than the normal boy within broad-ranging social, affective, and intellectual domains. Future problems were predicted for all 3 atypical boys, and parental interventions were recommended. Within this global negative perspective, clear distinctions were drawn among the 3 types of atypicality. The mildly retarded boy was viewed as most similar to the normal boys, and the antisocial boy was seen as the most dissimilar. Some gender differences and grade trends also emerged, with females and older students generally expressing more benign views of the atypical youths.

Adolescent↗
PubMed1981

Medication effects in the classroom: three naturalistic indicators.

Hyperactive and comparison boys participated in 5-week summer enrichment programs that included classroom activities and structured assessments of peer interaction patterns. During the 3rd and 4th weeks of these programs, a double-blind, methylphenidate-placebo crossover design was implemented within the hyperactive group. Three heterogeneous indicators of everyday behaviors were obtained: number of negative incidents noted by staff, quality of handwriting, and number of times the teacher called the boys' names aloud in the classroom. Medication effects emerged for each of these indicators. When hyperactive boys were taking placebos, they were involved in more negative incidents, their handwriting was poorer, and their names were called more-frequently than when the boys were taking methylphenidate. Interrelationships among the measures suggest moderate cross-situational generality of medication responsiveness. Discussion focused on the bandwidth of medication effects and the need to examine the social ramifications of child treatments.

Attention Deficit Disorder with Hyperactivity↗
PubMed1981

Teacher response to the methylphenidate (ritalin) versus placebo status of hyperactive boys in the classroom.

The effects of children's medication status on teacher behaviors were studied in a classroom setting. Teacher behaviors toward hyperactive boys on methylphenidate were compared to those toward hyperactive boys on placebo, as well as those toward normal comparison peers. A medication crossover design was used within the hyperactive group, and the teacher had no knowledge of diagnoses or medication condition. Across 4 different classroom experiments, the teacher was more intense and controlling toward hyperactive boys on placebo than toward the other 2 groups. No differences emerged between the comparison and medicated hyperactive groups, suggesting that methylphenidate served to "normalize" teacher-pupil interactions. Teacher behaviors toward individual boys were also moderately to strongly related to teacher global impressions of these youngsters, as indexed by qualitative rating scales. Discussion focuses on the social ramifications of medication and the need for broader monitoring of treatment outcomes.

Attention↗
PubMed1980

Methylphenidate and hyperactivity: effects on teacher behaviors.

Teacher interactions with hyperactive and comparison boys were observed during classroom activities. A double-blind, methylphenidate-placebo cross-over design was used within the hyperactive group. With no knowledge of any child's diagnosis or drug status, the teacher was more intense and controlling toward hyperactive boys taking placebo than toward either medicated hyperactive boys or comparison boys; her behavior did not differ toward the latter two groups. Discussion focused on the need to consider the broad social ramifications of pharmacologic treatment programs.

Adult↗
PubMed1979

Double-blind and triple-blind assessments of medication and placebo responses in hyperactive children.

Hyperactive boys taking psychostimulant medication were studied using a randomized, placebo-controlled, crossover design. Behavior ratings and medication guesstimates were obtained for the boys when they were given methylphenidate (Ritalin) and when they were given a placebo. The ratings showed positive medication-related changes, and the guesses, done by independent judges, were significantly better than chance. The pattern of ratings for double-blind and triple-blind raters was identical. These results imply that positive psychostimulant effects are not attributable to rater sensitization or expectancy. The medication-placebo differences were highly reliable for the group comparisons and were in the predicted direction for 21 of 22 individuals, but the magnitude of the change for many individuals was not dramatic. Implications for child psychopharmacology research and differences between clinical and experimental significance are discussed.

Child↗
PubMed1979

Peer interaction in a structured communication task: comparisons of normal and hyperactive boys and of methylphenidate (Ritalin) and placebo effects.

Peer communication patterns were assessed as school-aged boys participated in a dyadic referential communication task. The responses of comparison boys were compared to those of hyperactive boys on methylphenidate (Ritalin) and on placebo in a double-blind crossover design. 2 separate systems for assessing communication were developed, a qualitative system designed to capture the "flavor" of interaction and a quantitative system focused on specific types of communicative content. Task products and completion times were also scored. The results suggest that hyperactive children, regardless of medication status, are less likely than comparison peers to (a) modulate ongoing or habitual behavior patterns in response to externally imposed shifts in role-appropriate behaviors; (b) maintain consistent, uninterrupted goal orientation; and (c) respond to subtle social learning opportunities. In this situation, methylphenidate appeared to have a greater impact on behavioral style than on competence, decreasing perceived intensity without influencing efficiency. A mild medication-induced dysphoria was also documented. Directions for future research and the need for caution in clinical interpretation are discussed.

Affect↗
PubMed1979

A social ecology of hyperactive boys: medication effects in structured classroom environments.

Hyperactive boys on methylphenidate (Ritalin), hyperactive boys on placebo, and comparison boys were observed in quasi-naturalistic classroom settings. Ambient stimulation (quiet versus noisy conditions) and source of regulation (self-paced versus other-paced activities) were varied in a 2 x 2 design. Compared to their peers, hyperactive boys on placebo showed lower rates of task attention and higher rates of gross motor movement, regular and negative verbalization, noise-making, physical contact, social initiation, disruption, and acts that were perceived as energetic, inappropriate, or unexpected. Self-paced activities resulted in increased rates of verbalization, social initiation, and high-energy episodes. High ambient noise levels reduced task attention and increased the rates of many other behaviors including verbalization, physical contact, gross motor movement, and high-energy acts. Medication-by-situation interactions emerged for both classroom dimensions, with hyperactive boys on placebo being readily distinguishable from their peers under some classroom conditions and indistinguishable under other conditions. Moderate relationships were found between teacher ratings and many individual behavior categories. Discussion focused on (a) the merits and limitations of a social ecological research perspective, and (b) the implications of these findings for the design of intervention strategies.

Attention↗